Each year the OAS Secretary General publishes a proposed Program-Budget for the coming calendar year. The OAS General Assembly meets in a Special Session to approve the Program-Budget. Find these documents from 1998-2013 here.

Each year in April, the OAS Board of External Auditors publishes a report covering the previous calendar year’s financial results. Reports covering 1996-2016 may be found here.

Approximately six weeks after the end of each semester, the OAS publishes a Semiannual Management and Performance Report, which since 2013 includes reporting on programmatic results. The full texts may be found here.

Here you will find data on the Human Resources of the OAS, including its organizational structure, each organizational unit’s staffing, vacant posts, and performance contracts.

The OAS executes a variety of projects funded by donors. Evaluation reports are commissioned by donors. Reports of these evaluations may be found here.

The Inspector General provides the Secretary General with reports on the audits, investigations, and inspections conducted. These reports are made available to the Permanent Council. More information may be found here.

The OAS has discussed for several years the real estate issue, the funding required for maintenance and repairs, as well as the deferred maintenance of its historic buildings. The General Secretariat has provided a series of options for funding it. The most recent document, reflecting the current status of the Strategy, is CP/CAAP-3211/13 rev. 4.

Here you will find information related to the GS/OAS Procurement Operations, including a list of procurement notices for formal bids, links to the performance contract and travel control measure reports, the applicable procurement rules and regulations, and the training and qualifications of its staff.

The OAS Treasurer certifies the financial statements of all funds managed or administered by the GS/OAS. Here you will find the latest general purpose financial reports for the main OAS funds, as well as OAS Quarterly Financial Reports (QFRs).

Every year the GS/OAS publishes the annual operating plans for all areas of the Organization, used to aid in the formulation of the annual budget and as a way to provide follow-up on institutional mandates.

Here you will find information related to the OAS Strategic Plan 2016-2020, including its design, preparation and approval.

Description: Ask to my classmates what make them feel happy guide by questions like, What make you feel happy, what make you feel sad?, etc and then write the answers in their notebooks. Draw a picture of each feeling. Change mask, and ask “what make you feel happy”? How do you look when you are bored? When they’ve finished, each group present each drawings to the class.

Description: At the beginning of the class students will be asked to say what they know about food . The teacher will draw a table with three columns naming each column. The first column will have the items that the students know about food, the students will then tell the teacher what they want to learn about what happens to food, these items will be listed under the second column and the final column, students will write what they have learnt after completing the lesson. Students will then be asked to read the story in small groups of four where they will be allowed to discuss the story. Along with the story the students will watch a short clip on the digestive system. This will help the students to make a connection to the story and enable them to create a model of the human digestive system using clay dough. students will then be asked to trace the digestion of food on their model based on the story.

Description: Preliminary (2 minutes)• The teacher enters the class and greets the students. They are reminded of the classroom rules, and that they are going to look at a video clip in order to determine the topic for the lesson.

Introduction (8 minutes)• Upon looking at the video clip which lasts a minute and thirty seconds they are going to brain storm for two minutes and give their opinions of what is an adjective.• Students then will coin their own definition of adjective and copy it into their exercise books.

Teacher Modelling (5 minutes)• Based on the definition that the students come up with, the teacher will then state what the dictionary says. The students will then compare their definition with what is mentioned in the dictionary. Changes will be made to the student’s definition only if what they would coined is inadequate.

Independent working time (15 minutes) • Create three sentences in their exercise books based on adjectives that were used in the video clip.• Students will communicate the sentences to their teacher by volunteering to read what they came up with. They will be guided as to whether what is being said is acceptable by the teacher. • Teacher then invites students to select a piece of paper from a jar (which was brought to class by the teacher) with an adjective written on it. The student has to act out the adjective without using words and then the other classmates has to guess what is being depicted by the peers.

Interactive Modelling (15 minutes)• Students are randomly placed in groups of three to discuss the importance of adjectives and how they make sentences relatable to the real world.• At the end of the discussions, students would be asked to give their opinions. The passive learners would be encouraged to represent their groups.